ERIC ED414131: A Hero's Journey: A Freshman Orientation Challenge Course Program.

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ED 414 131

RC 021 277

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Fine, L-Jay

A Hero's Journey: A Freshman Orientation Challenge Course
Program.

1997-11-00

9p . ; In: Deeply Rooted, Branching Out, 1972-1997. Annual AEE
International Conference Proceedings; see RC 021 269.

Reports - Descriptive (141) -- Speeches/Meeting Papers (150)

MF01/PC01 Plus Postage.

* Adventure Education; ^College Freshmen; Courses ;
^Experiential Learning; Higher Education; ^Mythology;

* Student Development

Archetypes; ^California State University Fresno,* Freshman
Orientation; Rites of Passage; *Rope Courses

ABSTRACT

At California State University, Fresno, all incoming
students take a full-semester, three-unit course that includes topics on
academic preparation but also focuses on issues and topics commonly
associated with experiential and adventure education. These areas include
communication, listening, teamwork, and problem-solving skills. Recognizing
the applicability of experiential education to reinforce such skills, a pilot
program was undertaken using the campus ropes course. Since college
represents an ideal rite of passage for many students, it seemed appropriate
to borrow from Joseph Campbell's monomyth, a hero's journey. The program
guides students through the ropes course along the steps described in
Campbell's "Hero with a Thousand Faces." Myths are an effective means of
facilitating educational experiences because they are remembered easily, are
open to interpretation, and engage participants in the same manner as an
initiative activity might. The stages of the hero's journey are the
separation or departure, the trials and victories of initiation, and the
return and reintegration with society. These stages are reconceptualized in
terms of the college student's experience. Program activities related to each
of the stages are described, and 13 questions for reflection are listed. (SV)

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* Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

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A Hero’s Journey: A Freshman Orientation
Challenge Course Program

L-Jay Fine, Ph.D.

Recreation Administration & Leisure Studies Program
California State University, Fresno
Fresno, CA 93740-0103 USA
Phone: (209) 278-2629
Fax: (209) 278-5267
_ Email: lawrence_fme@csufresno.edu

ABSTRACT

In conjunction with the university orientation class at California State University,
Fresno, a ropes course program is being developed using experiential education to re-
inforce the skills taught in the classroom. Using the framework of Joseph Campbell’s
monomyth, a hero’s journey, the components of this program are designed to foster
skills for a successful academic experience while also demonstrating the powerful
experience college offers in providing a rite of passage — an opportunity to “cross the
threshold.”

At Fresno State University, a full-semester, three-unit course is of-
fered to all incoming students. The course, framed by the text Cornerstone by
Montgomery, Moody, and Sherfield (1997), includes topics on academic prepa-
ration but also focuses on issues and topics commonly associated with adven-
ture education, such as communication, listening, community/teamwork, and
problem-solving skills. Recognizing the applicability of experiential education
to reinforce these skills, a pilot program was undertaken to use the campus
ropes course. Since college represents an ideal rite of passage for many stu-
dents, it seemed appropriate to borrow from Joseph Campbell’s monomyth, a
hero’s journey. Using this framework, a program was developed to guide stu-
dents through the ropes course along the steps described in Campbell’s Hero

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With a Thousand Faces (1968).

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1997 AEE International Conference Proceedings

Importance of Myth

Some will have difficulty using myth to facilitate educational experi-
ences. The power of myth can lead to frustration. Stories are inherently nebu-
lous and require thought and imagination to receive their value and meaning.
The message may be illusive to younger participants or, perhaps, older ones
who have locked out their imagination. However, since personal change re-
quires imagination, it is well worth the effort in opening a person’s head and
heart to these stories.

One reason myths are effective is that people remember stories more
than facts and, like metaphors, stories are experiential. They engage the par-
ticipant in the same manner an initiative activity might. Stories are open to
interpretation; they are less directive. They allow the participant to take own-
ership in their meaning.

The Hero

The monomyth of a hero’s journey is derived from the least common
denominators of traditional myths and stories; in Jungian terms, the
monomyth is an archetype. This archetype, in turn, presents a pattern for the
ideal hero. Traditional views of a hero conjure up images of rugged individual-
ism: Clint Eastwood, John Wayne, and Rambo. These typically male charac-
ters go it alone, lick their wounds, and pull themselves up by their bootstraps.
They are resourceful but isolated, perhaps lonely figures. This hero may be
seen as a warrior, savior, scientist, and technologist — each a solitary figure
tackling life’s challenges alone. Although characteristically American, this
persona can be found defining a hero throughout the ages — Hercules, King
Arthur, and Hamlet. Indeed, Joseph Campbell describes the Knights of the
Round Table setting out for the grail as: “Each man went into the woods in

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the place where it was darkest and there was no path, for they thought it
would be a shame to go in as a group” (Campbell, 1968).

This notion of a hero is incomplete. The true hero according to this
monomyth does not ride off into the sunset alone. The complete journey of the
hero brings the individual back into the community. Indeed, today s model for
a hero would be one who finds comfort and growth in society, family, and
friends. The hero metaphor, or monomyth, engenders a powerful symbolic
meaning for the journey that students or anyone in their late teens and early
twenties undertakes.

Stages of the Journey

The hero myth is an experience conducted in the context of a symbolic
journey. It engenders a rite of passage based on the universal monomyth of
the hero’s journey.

One component of the journey is ritual. In all societies, people embark
on rituals to transform themselves, often to enter a new stage in life. The pur-
pose and actual effects of these rituals are to conduct people across those dif-
ficult thresholds of transformation that demand a change in the patterns, not
only of conscious, but also of unconscious life. College is often the place where
students begin their journey. Though teenagers may go through many rites of
passage (e.g., driver’s license, jobs, dating, etc.), none follow the stages of the
hero’s journey more closely than college. Campbell noted three phases, the
separation or departure, trials and victories of initiation, and the return and re-
integration with society. The adventure education component begins with stu-
dents listening to a simple fairytale such as The Frog Prince. A discussion on
the hero’s journey will ensue. Afterward the students are asked to identify he-
roes in their life. Invariably these are family members who have overcome ob-
stacles and been an inspiration (see attached form).

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1997 AEE International Conference Proceedings

Separation & Departure

The first stage to any adventure is the decision of whether to go. The
metaphor of the “call to adventure” can be directly related to the student. Al-
exander Astin’s research on college freshmen showed that students who lived
on campus experienced more success with their college experience than those
living at home (Astin, 1993). It appears that breaking away from the family
provides an essential ingredient in seeking one’s own path.

The challenge -by-choice principle is critical at this stage. The student
must rely on his or her own volition in attempting adventure activities. The
discussion will center on whether the student is willing to take this step in
college. On the ropes course many initiatives or trust elements can be used as
the taking-off point.

Almost invariably the “call” is negative and initially refused. “I’m not
going up there!” “I can’t get that close to people.” “I don’t trust them.” College
freshman may pick “safe” majors and not test their abilities or, indeed, may
not select any major.

These are common reactions to the call. If the call is refused, you run the risk
of life drying up. To paraphrase Steven Covey: “You may ascend the ladder of
j success only to find it was up against the wrong wall” (Covey, 1989). Regrets

are known to wreak severe psychological damage, more than suffering
failures.

Whether the call was accepted or refused, the essential next phase
recognizes the need for assistance. In mythology, a troll, magical crone, or
amulet will appear. In life, this can be the insight that we have the power in-
side us to overcome obstacles. “Remember, Luke, the force is with you.” On
many of the initiatives and high elements, students are amazed that they

could succeed at what seemed like an insurmountable task. Discussion can

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center on what it was that allowed you to succeed. During our program, we use
the high “v” and giant ladder to illustrate this metaphorically and realisti-
cally. It is important to show that we can succeed with resources within our-
selves, but also college freshman need to learn to avail themselves of external
resources. Specifically, the friends made in the classroom and the ropes course
become integral to their success.

The Crossing of the First Threshold

The hero’s path is through a dark forest where no one has entered.
Though risky, the perils are worse to return. “To venture causes anxiety, but
not to venture is to lose oneself. And to venture in the highest sense is pre-
cisely to become conscious of oneself,” wrote Soren Kierkegaard.

The first challenge due to its novelty is often the most intimidating,
for the student steps forward alone into the unknown. The worldwide myth of
being swallowed by a serpent or whale is a powerful metaphor symbolizing
death and rebirth. In mythology, the stories consistently illustrate that we
cannot be bom until we have died. In psychological terms, we cannot change
behaviors unless we shed our previous self.

Trials and Victories of Initiation

Initiation is a critical component of a journey. Unfortunately our secu-
lar society fails to provide for rites of passage in any ritualistic manner. Typi-
cally, first job, first kiss, or driver’s license; or on the other hand, gang
initiation or fraternity hazing must suffice to help us with passage from teen
to adult. At this level, the participant experiences trials and tribulations as-
sociated with failures and successes. But most importantly she or he receives
feedback from the group.

Following soon after the victory is often a refusal to do more because
consciously the student believes they must. This is a tough area to work on.

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Their trepidation stems from the sense that the success was luck. This de-
terministic outlook hinders progress. When students do progress, they face
the full power of their higher self working together with their conscious mind
to control destiny.

Applications on the ropes course center on high elements. We ask that
students going across the catwalk go back. This return trip forces them to re-
alize success was not fleeting.

The Return and Reintegration with Society

The classic image of the hero riding off into the sunset provides a
great Hollywood cliche. Unfortunately it also negates the most important
phase of the journey: coming home. The purpose of the journey is the return to
a transmuted form of life in the real world. When Odysseus returned from
years away from home, he returned to chaos. Skills garnered during his tra-
vails allowed him to bring order.

Sometimes this return is refused for fear that the knowledge will be
lost or the student may be in fear of the return and, thus, deny what she or he
learned. We often hear from students how disillusioned they are with friends
from high school who stayed home. Voluntarily or not, the student must re-
turn and face the people in his or her life, people who have not been on the
quest. Though this is a difficult area to delve into on the ropes course, it does
provide important fodder for the closing discussion.

Conclusion

To paraphrase Joseph Campbell, the student (hero) is now the mas-
ter of two worlds and has the freedom to live. The student is now conceptual-
ized as in control and free of fears and preconceived limitations. We know
intuitively that the student experiences some important transition during the
college years. Use of adventure education may facilitate this process in vari-

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ous ways. The most cited studies on higher education are those from Alexan-
der Astin’s work over the past thirty years. What Matters in College is a semi-
nal text which delineates the important components of making a successful
student. Traditional definitions of success such as retention, good grades, and
other measures are expanded in his study to underline the experiences which
promote talent development. What factors not only increase retention, but
also promote success after college? Matters by which we usually evaluate our
institutions, such as reputation and resources, turned out to have little sig-
nificance in talent development. Findings pointed to engaged learning and
peer groups as the two most important factors. Nothing could be more rele-
vant to experiential education. One model for applying an experiential compo-
nent may be the hero’s journey.

(Exercise for beginning of the program)

Your Hero's Path

1. Name a hero in your life.

2. What characterizes this person as a hero?

3. What parts of your life mirror that of the hero’s journey?

Phase 1. Separation or Departure

4. Have you traveled for an extended period? Gone away to college? Moved
to another country or state for employment? Or just picked up and left
your hometown?

5. Even if you stay in the physical setting in which you grew up, the hero’s
journey can be an adventure on the psyche. Have you made sudden and
dramatic career changes? Are you on a markedly different path than
siblings? Were/are you a rebellious teen?

6. What was the call to adventure?

Did you heed all calls or refuse some? Any regrets?

7.

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Phase 2. The Road of Trials and the Victories of Initiation

8. If you took the call, what challenges did you contend with? What gave
you the strength and ability to handle these?

9. What were the rites of passage or initiations in your life?

10. What impact on your life did these trials have?

11. From these changes, what do you want to hold on to?

Phase 3. The Return and Reintegration with Society

12. Did you willingly return to your home, community, or roots? Are you
still there?

13. If you returned, how were you welcomed? What does/did it feel like to be
back?

REFERENCES

Astin, A. W. (1993). What matters in college ?: Four critical years revisited. San
Francisco, CA: Jossey-Bass.

Campbell, J. (1968). The hero with a thousand faces. Princeton, NJ: Princeton
University Press.

Covey, S. R. (1989). The seven habits of highly effective people. New York, NY:
Simon & Schuster.

Montgomery, R. J., Moody, P. G., & Sherfield, R. M. (1997). Cornerstone: Build-
ing on your best. Boston, MA: Allyn & Bacon.

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